Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684571
Title: ELSA : accounts from Emotional Literacy Support Assistants
Author: Leighton, Mary Kathleen
ISNI:       0000 0004 5921 7220
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2015
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Abstract:
This research seeks to learn from Emotional Literacy Support Assistants (ELSAs) how they perceived the Emotional Literacy Support Assistant (ELSA) training had affected their engagement with their school community and the pupils they were working with. The thesis places the role of ELSAs within the context of the rise in interest in emotionality in education and psychology over recent years. The research was conducted with trainee ELSAs who took part in a semi-structured interview whilst most also kept a reflective journal. The ELSAs reported they considered the training had provided them with a greater understanding of their pupils’ emotions and that they felt more competent in supporting their pupils with their emotionality. In addition, the ELSAs considered they were more confident discussing the pupil’s emotionality with colleagues and the pupil’s parents. However, many reported obstacles which prevented them in engaging in their role from their senior management team (SMT) and colleagues. The ELSAs perceived this was due to a lack of understanding emotional literacy (EL). In addition, ELSAs faced the challenge of working with parents who held a mismatch with the school’s expectations regarding pupil behaviour. I make recommendations as to how ELSAs could be supported in their schools. In addition, I explore implications for Educational Psychologists (EPs), schools and local authorities (LAs) with regards to the position of emotionality set against the backdrop of the recent reforms in working with individuals with special educational needs and disabilities (SEND).
Supervisor: Billington, Tom Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.684571  DOI: Not available
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